general studies a 2009 aqa

GCEAS and A Level Specification

General Studies A

AS exams 2009 onwards A2 exams 2010 onwards

1GCE General Studies A Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.0)

Contents

1 Introduction 21.1 Why choose AQA? 2

1.2 Why choose General Studies A? 2

1.3 How do I start using this specification? 3

1.4 How can I find out more? 3

2 Specification at a Glance 4

3 Subject Content 53.1 AS Thinking, Analytical and Communication Skills 5

3.2 Unit 1 GENA1 AS Culture and Society 6

3.3 Unit 2 GENA2 AS Science and Society 8

3.4 A2 Thinking, Analytical and Communication Skills 10

3.5 Unit 3 GENA3 A2 Culture and Society 11

3.6 Unit 4 GENA4 A2 Science and Society 13

4 Scheme of Assessment 15 4.1 Aims 15

4.2 Assessment Objectives 15

4.3 National Criteria 16

4.4 Prior Learning 16

4.5 Synoptic Assessment and Stretch and Challenge 16

4.6 Access to Assessment for Disabled Students 17

5 Administration 185.1 Availability of Assessment Units and Certification 18

5.2 Entries 18

5.3 Private Candidates 18

5.4 Access Arrangements and Special Consideration 19

5.5 Language of Examinations 19

5.6 Qualification Titles 19

5.7 Awarding Grades and Reporting Results 19

5.8 Re-sits and Shelf-life of Unit Results 19

Appendices 20A Performance Descriptions 20

B Spiritual, Moral, Ethical, Social and other Issues 23

C Overlaps with other Qualifications 24

D Key Skills Teaching, Developing and Providing Opportunities 25for Generating Evidence


1 Introduction

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1.1 Why choose AQA?Its a fact that AQA is the UKs favourite examboard and more students receive their academicqualifications from AQA than from any other board.But why does AQA continue to be so popular?

SpecificationsOurs are designed to the highest standards, soteachers, students and their parents can beconfident that an AQA award provides anaccurate measure of a students achievements.And the assessment structures have beendesigned to achieve a balance between rigour,reliability and demands on candidates.

SupportAQA runs the most extensive programme ofsupport meetings; free of charge in the first yearsof a new specification and at a very reasonablecost thereafter. These support meetings explainthe specification and suggest practical teachingstrategies and approaches that really work.

ServiceWe are committed to providing an efficient andeffective service and we are at the end of thephone when you need to speak to a person aboutan important issue. We will always try to resolveissues the first time you contact us but, shouldthat not be possible, we will always come back toyou (by telephone, email or letter) and keepworking with you to find the solution.

EthicsAQA is a registered charity. We have noshareholders to pay. We exist solely for the goodof education in the UK. Any surplus income isploughed back into educational research and ourservice to you, our customers. We dont profitfrom education, you do.

If you are an existing customer then we thank you foryour support. If you are thinking of moving to AQAthen we look forward to welcoming you.

1.2 Why choose General Studies A? This specification will allow students to broaden

their post-16 education by reinforcing andenhancing the subjects studied up to GCSE andbeing followed at AS/A level.

To encourage thinking across specialist subjectsthe cultural, scientific and social domains aredivided into Culture and Society in Modules 1and 3 and Science and Society in Modules 2and 4.

Authentic source materials will be used in theexaminations to enable candidates to engagesuccessfully with contemporary issues.

A range of assessment techniques will beemployed to provide variety and enable differentskills to be assessed.

Centres currently following the GCE GeneralStudies A specification will be familiar with mostquestion types and examination material. Thebest of the former specification has been retained(see Specification at a glance, Section 2).

The nature of this specification provides theflexibility to deliver the course in many differentways. Centres may choose to adopt a carousel

approach involving subject specialists, or ingroups taught by one teacher for all modules, or acombination of the two.

General Studies A is designed to complementother studies and will prove to be usefulpreparation for higher education, work and life ingeneral.

Through following the specification students willdevelop their:

thinking and analytical skills

capacity to construct arguments and drawconclusions

facility to deal with broad considerations andsubject matter

communication and presentation skills

ability to work both independently and withothers.


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1.3 How do I start using this specification?Already using the existing AQA GeneralStudies A specification? Register to receive further information, such as

mark schemes, past question papers, details ofteacher support meetings, etc, at http://www.aqa.org.uk/rn/askaqa.phpInformation will be available electronically or inprint, for your convenience.

Tell us that you intend to enter candidates. Thenwe can make sure that you receive all the materialyou need for the examinations. This is particularlyimportant where examination material is issuedbefore the final entry deadline. You can let usknow by completing the appropriate Intention toEnter and Estimated Entry forms. We will sendcopies to your Exams Officer and they are alsoavailable on our websitehttp://www.aqa.org.uk/admin/p_entries.html

Not using the AQA specificationcurrently? Almost all centres in England and Wales use AQA

or have used AQA in the past and are approvedAQA centres. A small minority are not. If yourcentre is new to AQA, please contact our centreapproval team [email protected]

Ask AQA You have 24-hour access to useful information andanswers to the most commonly-asked questions athttp://www.aqa.org.uk/rn/askaqa.php

If the answer to your question is not available, youcan submit a query for our team. Our targetresponse time is one day.

Teacher SupportDetails of the full range of current Teacher Supportmeetings are available on our website athttp://www.aqa.org.uk/support/teachers.html

There is also a link to our fast and convenient onlinebooking system for Teacher Support meetings athttp://events.aqa.org.uk/ebooking

If you need to contact the Teacher Support team, youcan call us on 01483 477860 or email us [email protected]

1.4 How can I find out more?


2 Specification at a Glance

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AS Examinations

Unit 1 GENA1AS Culture and Society

50% of AS, 25% of A Level1 hour 30 minutes written examination65 marks

Objective test questions and documentary source analysis questions

Available January and June

Unit 2 GENA2AS Science and Society

50% of AS, 25% of A Level1 hour 30 minutes written examination65 marks

Objective test questions and source based questions


ASAward1761

A2 Examinations

Unit 3 GENA3A2 Culture and Society

25% of A Level2 hour written examination70 marks

Source evaluation exercise and two essays


Unit 4 GENA4A2 Science and Society

25% of A Level2 hour written examination70 marks

Questions on pre-release Case Study and one essay


A LevelAward2761

+AS A2 = A Level


3 Subject Content

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3.1 AS Thinking, Analytical and Communication Skills

The skills, knowledge and understanding detailed below will be assessed in the context of the contentstatements set out in units 1 and 2.

The content statements for units 1 and 2 should be interpreted in the light of the level of the knowledge,understanding and attainment of skills that a candidate might reasonably be expected to possess afterfollowing a broad range of subjects at GCSE Grade C level, including English, Mathematics and Science,and a one year post-16 course in General Studies alongside other specialist AS subjects.

Examination of the way concepts such as knowledge, truth and beliefare used; development of the ability to draw distinctions betweenthem, understanding what constitutes proof.

Exploration of sources of knowledge and information, methods ofresearch, how information is collected and analysed; the differencesbetween quantitative and qualitative data, facts and opinions.

Development of the ability to assess the validity and reliability of dataand information; understand arguments; appreciate the nature ofobjectivity and subjectivity; recognise bias; distinguish betweendeductive and inductive reasoning, and arguments based on cause,authority and analogy; recognise fallacy and unsound arguments;draw conclusions.

Appreciation of the different characteristics of the arts, socialsciences and sciences and the kinds of understanding gained fromthese; methods and processes of study of different disciplines.

Selecting and using a form and style of writing appropriate topurpose and subject matter; organising relevant information clearlyand coherently, using specialist vocabulary when appropriate;ensuring text is legible and spelling, grammar and punctuation areaccurate, so that meaning is clear.

3.1.1 Understanding thenature of knowledge,truth and belief and thedistinctions betweenthem

3.1.2 Analysis of data,information, ideas,opinions andarguments

3.1.3 Use of the above toexamine questions,form values, makejudgements and drawconclusions

3.1.4 Understanding ofdifferent kinds ofknowledge, appreciatingtheir strengths andlimitations

3.1.5 Use of language toimpart knowledge andunderstanding andpresent opinions andargument


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3.2 Unit 1 GENA1 AS Culture and Society

Cultural values and the similarities and differences between peopleand cultures; nature and use of language; ways in which differentuses and forms of language can affect meaning; literary and linguisticdevices.

The role of artists; their contribution to society and interaction withtheir audiences; benefits of participation in the arts; the place andvalue of arts in education. Examples of art works and practitioners ofmajor artistic movements.

Personal response to the arts and appreciation of a variety of formsusing appropriate critical language; differences between subjectiveand objective evaluation of works and performances across a rangeof art forms. Objective criteria for such judgements.

The role and importance of religious and value systems; a broadoutline of the distinguishing features and tenets of major worldreligions.

Differences of opinion about beliefs and values; tolerance; the placeof religious and moral education. Viewpoints on moral issues; basesfor moral and value judgements; religious and secular approaches tomoral arguments.

Factors which affect the interaction of individuals with society as awhole: concepts of freedoms and restrictions; rights andresponsibilities; equality of opportunity.

Processes and effects of the media and communication industries;similarities and differences between various media and betweenpopular culture and high art in entertainment; control andcensorship. How the media present information and the recognitionof a biased viewpoint. Effects and use of the internet and informationtechnology.

The British political system and the role of the monarchy. Processesand powers of government and parliament; electoral procedures;main policies of the major UK political parties; citizenship.

Values and ethical issues which affect social interaction in such areasas politics, society and business; crime and punishment.

3.2.1 An understanding andappreciation of thechanging nature andimportance of culture

3.2.2 Creativity andinnovation

3.2.3 Aesthetic evaluation

3.2.4 Beliefs, values andmoral reasoning

3.2.5 Religious belief andexperience andconnections betweenthem

3.2.6 Examination andappreciation ofideologies and valuesin society

3.2.7 Media andcommunication

3.2.8 Political processesand goals

3.2.9 Relationship betweenlaw, society and ethics


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Unit 1 AssessmentThis unit consists of an objective test component (Section A) and a structured writing component (Section B).

Section AMaterial for comprehension, analysis and evaluation in objective test format.

This section will assess candidates ability to identify themes and arguments; to recognise and distinguishbetween explicit and implicit statements, inferences, assumptions and conclusions; perceptions of the natureand use of language, style, references, illustration and justification; grasp of interrelationships of ideas,organisational structure, overall meaning and validity of argument.

Section BStructured questions requiring written responses and based on a collection of short extracts provided in thequestion paper.

Assessing candidates abilities to summarise and comment on ideas, arguments and issues, using their ownwords and presenting their own opinions and judgements.


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3.3 Unit 2 GENA2 AS Science and Society

An outline of the nature of, and ideas on, the origins of the universe,space and matter; natural forces and sources and forms of energy;the earths resources.

Characteristics of human and social behaviour and approaches tosocial studies and policy: the changing role of the family; class,gender, race, age and disability.

Economic issues on a national scale; the workings of business,commerce and industry; impact of political and economic issues onscience, society and the environment; aspects of employment andunemployment; education; poverty.

The nature of scientific investigation; design and use of scientificinvestigations; design, manufacture and use of equipment andtechnology in contemporary society and description of underlyingscientific principles.

Research in science and the extent to which scientists can beimpartial in their methods and contribution to scientific research anddevelopment.

Background to scientific discoveries and emergence and use ofscientific ideas. Recent developments in information andcommunications technology, transport systems, sport and leisure.

Research in social science and the extent to which social scientistscan be impartial in their methods and contribution to society andsocial policy.

Use of mathematics in science and society; mathematical functionsand their graphs; interpretation of statistical information;representations of two- and three-dimensional objects and situations;relationships between moving parts in mechanical devices.

Analysis of the impact and implications of new inventions,developments and techniques, and decisions to put them intopractice. The influence of scientific applications on the quality of life.Developments in genetics and biotechnology, agriculture, foodproduction and conservation; health, fitness and balanced diets;hygiene; disease and everyday medical matters; the use and abuseof drugs, including alcohol and tobacco.

Moral dilemmas associated with the work of scientists, technologistsand industrialists; the application of moral dilemmas in a social andeconomic context.

3.3.1 Characteristics of thesciences (physical, lifeand earth)

3.3.2 Explanation andevaluation of humanbehaviour

3.3.3 Social and economictrends and constraints

3.3.4 Understanding ofscientific methods,principles, criteria andtheir application

3.3.5 The nature of scientificobjectivity and thequestion of progress

3.3.6 The nature of objectivityin social sciences

3.3.7 Mathematical reasoningand its application

3.3.8 The social, ethicaland environmentalimplications ofscientific discoveriesand technologicaldevelopment

3.3.9 Moral responsibility ofscientists


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The contributions of science and technology to human progress andlifestyles in society; effects of industry on ecological systems;consumption of the earths resources; pollution and methods ofwaste disposal; the protection and conservation of the environment;medical advances.

Unit 2 AssessmentThis unit consists of an objective test component (Section A) and a structured writing component (Section B)

Section AMaterial for comprehension, analysis, evaluation and mathematical reasoning in objective test format.

This section will assess candidates ability to understand scientific principles and information; interpret andapply statistical information and graphs; grasp ideas; consider validity of argument and implications for society.

Section BThree optional questions requiring written responses. Candidates answer one question only. Each questionwill be divided into parts and will have its own source.

Section B will assess candidates abilities to analyse and evaluate sources and use own knowledge to presentarguments about scientific and social issues.

3.3.10 Past and presentrelationships betweentechnology, scienceand society

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GCE General Studies A Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.0)

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3.4 A2 Thinking, Analytical and Communication Skills

The skills, knowledge and understanding detailed below will be assessed in the context of the contentstatements set out in units 3 and 4.

The content statements for units 3 and 4 should be interpreted in the light of the level of the knowledge,understanding and attainment of skills that a candidate might reasonably be expected to possess afterfollowing a broad range of subjects at GCSE Grade C level, including English, Mathematics and Science, and atwo-year post-16 course in General Studies alongside other specialist AS and A Level subjects.

NB Statements in italics indicate extensions for A2 beyond AS.

Examination of the way concepts such as knowledge, truth and beliefare used; demonstrate the ability to draw distinctions between andrecognise the impact of values upon them, understanding whatconstitutes proof. Demonstrate appreciation of the limitations ofknowledge.

Evaluation of sources of knowledge and information, methods ofresearch, how information is collected and analysed; examine thedifferences between quantitative and qualitative data, facts andopinions, assessing their relative merits.

Assess the validity and reliability of data and information; integrateand evaluate arguments; make informed judgements, appreciatingthe nature of objectivity and subjectivity; recognise bias; distinguishbetween deductive and inductive reasoning, and arguments basedon cause, authority and analogy; recognise fallacy and unsoundarguments; draw justified conclusions.

Appreciation of the different characteristics of the arts, socialsciences and sciences and the kinds of understanding gained fromthese; methods and processes of study of different disciplines. Showunderstanding of how values can influence judgements and that onemode of analysis or branch of knowledge may provide an incompletepicture.

Selecting and using a form and style of writing appropriate topurpose and complex subject matter; organising relevant informationclearly and coherently, using specialist vocabulary when appropriate;ensuring text is legible and spelling, grammar and punctuation areaccurate, so that meaning is clear.

3.4.1 Understanding thenature of knowledge,truth and belief and thedistinctions betweenthem

3.4.2 Analysis of data,information, ideas,opinions andarguments

3.4.3 Use of the above toexamine questions,form values, makejudgements and drawconclusions

3.4.4 Understanding ofdifferent kinds ofknowledge, appreciatingtheir strengths andlimitations

3.4.5 Use of language toimpart knowledge andunderstanding andpresent opinions andargument

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3.5 Unit 3 GENA3 A2 Culture and Society

NB Statements in italics indicate extensions for A2 beyond AS.

Cultural values and the similarities and differences between peopleand cultures; nature and use of language; ways in which differentuses and forms of language can affect meaning; literary and linguisticdevices.

The human creative impulse and its processes; the role of art anddesign in society, the structure of art forms and genres and how theirmeanings are communicated; benefits of participation in the arts; theplace and value of the arts in education.

The role of artists; their contribution to society and interaction withtheir audiences; the role and responsibility of musicians, writers, filmmakers, television producers, artists and those involved in creativearts; issues of taste, judgement, morality and the law in the evaluationof art and protection of the public.

Examples of art works and practitioners of artistic movements; thedevelopment and impact of artistic styles and movements; majorexamples of artistic achievement from a range of cultures and times,including modern and contemporary movements.

Personal response to the arts and appreciation of a variety of formsusing appropriate critical language; differences between subjectiveand objective evaluation of works and performances across a rangeof art forms. Objective criteria for such judgements.

The role and importance of religious and value systems; features andtenets of major world religions.

Differences of opinion about beliefs and values; tolerance; thedilemmas and complexity of a multi-faith and pluralist society;tolerance; the process and problems of changing and developingmorality; the place of religious and moral education.

Viewpoints on moral issues; bases for moral and value judgements;religious and secular sides of moral arguments; philosophical, moraland ethical problems faced by society and individuals.

Factors which affect the interaction of individuals with society as awhole: freedoms and restrictions; rights and responsibilities; equalityof opportunity, the law and judiciary, the relationship between civil lawand religious belief.

Processes and effects of the media and communication industries;similarities and differences between various media and betweenpopular culture and high art in entertainment; control andcensorship; how information is presented and the power of languageand images to transmit, persuade or distort; spin and propaganda;the creation of wealth and exercise of power in the media andcommunication industries. Effects and use of the internet andinformation technology.

3.5.1 An understanding andappreciation of thechanging nature andimportance of culture

3.5.2 Creativity andinnovation

3.5.3 Aesthetic evaluation

3.5.4 Beliefs, values andmoral reasoning

3.5.5 Religious belief andexperience andconnections betweenthem

3.5.6 Examination andappreciation ofideologies and valuesin society

3.5.7 Media andCommunication

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The British political system and philosophies; the nature, processes,problems and responsibilities of a democracy; Processes and powersof government in Britain and other countries (from local policiesthrough to the EU): the monarchy; electoral procedures; main policiesof the major UK political parties; citizenship and rights andresponsibilities of the individual within a political context.

Aspects of social interaction at personal, local, national andinternational levels; values and ethical issues in such areas as politics,society and business; crime and punishment. International relations;standards in public life.

Unit 3 AssessmentThis unit consists of a source evaluation exercise (Section A), a culture essay (Section B) and a society essay(Section C).

Section ATwo compulsory structured writing questions requiring written responses.

Section A will assess candidates ability to evaluate the strengths and weaknesses of at least one source andprovide a personal opinion on the topic concerned.

Section BFour optional essay questions taken from the main cultural themes in the Unit 3 content. Candidates answerone question only.

Section B will assess candidates abilities to analyse the question; conduct arguments and justify opinions withappropriate knowledge and illustrations; synthesise and communicate ideas; make overall judgements anddraw valid conclusions.

Section CFour optional essay questions taken from the main social themes in the Unit 3 content. Candidates answerone question only.

Section C will assess candidates abilities to analyse the question; conduct arguments and justify opinions withappropriate knowledge and illustrations; synthesise and communicate ideas; make overall judgements anddraw valid conclusions.

3.5.8 Political processes andgoals

3.5.9 Relationship betweenlaw, society and ethics

3.6 Unit 4 GENA4 A2 Science and Society

An outline of the nature of, and ideas on, the origins of the universe,space and matter; natural forces and sources and forms of energy;the origin, extraction, processing, storage and distribution of theearths resources.

The concept of life;

Science and religion in society.

Characteristics of human and social behaviour and approaches tosocial studies and policy; the changing role of the family; class,gender, race, age and disability.

Approach of different disciplines in social science to how weunderstand and evaluate people and problems.

Economic issues on a national and international scale; the workingsof business, commerce and industry; impact of political andeconomic issues on science, society and the environment; aspects ofemployment and unemployment; education; poverty.

Different stages of social, industrial and scientific development inother countries.

Nature, effects of, and approaches to, solving world problems andtrouble spots; co-operation and intervention; international agencies.

The nature of hypothesis and theory in scientific development.

The nature of scientific investigation; design and use of scientificinvestigations; design, manufacture and experience of equipment andtechnology in contemporary society and explanation of underlyingscientific principles.

The nature and reliability of research methodology in science and theextent to which scientists can be impartial in their methods andcontribution to scientific research and development.

Background to scientific discoveries and emergence and use ofscientific ideas. Recent developments in information andcommunications technology, transport systems, sport and leisure.

The nature and reliability of research methodology in social scienceand the extent to which social scientists can be impartial in theirmethods and contribution to society and social policy.

Commenting on data and representations of data; interpreting resultsand drawing conclusions. Assessing their implications.

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3.6.1 Characteristics of thesciences (physical, lifeand earth)

3.6.2 Explanation andevaluation of humanbehaviour

3.6.3 Social and economictrends and constraints

3.6.4 Understanding ofscientific methods,principles, criteria andtheir application

3.6.5 The nature of scientificobjectivity and thequestion of progress

3.6.6 The nature of objectivityin social sciences

3.6.7 Mathematical reasoningand its application

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Evaluating the impact and implications of new inventions,developments and techniques, and decisions to put them intopractice. The influence of scientific applications on the quality of life.Developments in genetics and biotechnology, agriculture, foodproduction and conservation; health, fitness and balanced diets;hygiene, disease and everyday medical matters; birth control; the useand abuse of drugs, including alcohol and tobacco.

Moral dilemmas associated with the work of scientists, technologistsand industrialists; the application of moral dilemmas in a social andeconomic context. Professional codes of behaviour.

The contributions of science and technology to human progress andlifestyles in different societies; effects of industry on ecologicalsystems; consumption of the earths resources; pollution andmethods of waste disposal; the protection and conservation of theenvironment; genetic engineering and medical advances.

Unit 4 AssessmentThis unit consists of a Case Study exercise (Section A) and a science and society essay (Section B).

Section A

Short answer questions assessing a Case Study on a major issue. The source material will be part pre-released (approximately five extracts) and part contained in the examination paper (approximately one extract).It will involve wide-ranging stimulus material including data and statistics.

The pre-release material will be available from 1 November for January examinations and 1 April for Juneexaminations. Teachers will be allowed to discuss the pre-release materials with their candidates.

This section will assess candidates ability to show understanding of the detail of the material and to summarisethe points and arguments contained within the extracts; to recognise the connections between the differentelements of the subject concerned; and to exercise their own judgements on the nature of the problemspresented. Questions related to the statistical data within the material will assess candidates ability to handlestatistics and appreciate their use in the context of a broader issue.

Section B

Four optional science and society essay questions. Candidates answer one question only.

Section B will assess candidates abilities to analyse the question; conduct arguments and justify opinions withappropriate knowledge and illustrations; synthesise and communicate ideas; make overall judgements anddraw valid conclusions.

3.6.8 The social, ethical andenvironmentalimplications of scientificdiscoveries andtechnologicaldevelopment

3.6.9 Moral responsibility ofscientists

3.6.10 Past and presentrelationships betweentechnology, scienceand society

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4 Scheme of Assessment

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4.1 AimsAS and A Level courses based on this specificationshould encourage candidates to:

View issues from a wider range of perspectivesthan those offered by subject specialisms.

Integrate knowledge from a range of disciplines inorder to:

develop an understanding of theinterrelationship between them

encourage a broader and deeperunderstanding of issues.

Think logically and creatively in order to:

assess the relative merits of evidence

make informed judgements

reach justifiable conclusions.

4.2 Assessment Objectives (AOs)The Assessment Objectives are common to AS andA Level. The assessment units will assess the followingAssessment Objectives in the context of the contentand skills set out in Section 3 (Subject Content).

AO1 Demonstrate relevant knowledge andunderstanding applied to a range of issues,using skills from different disciplines.

AO2 Marshal evidence and draw conclusions:select, interpret, evaluate and integrateinformation, data, concepts and opinions.

AO3 Demonstrate understanding of different typesof knowledge, appreciating their strengths andlimitations.

AO4 Communicate clearly and accurately in aconcise, logical and relevant way.

Quality of Written Communication (QWC)In GCE specifications which require candidates toproduce written material in English, candidates must:

ensure that text is legible and that spelling,punctuation and grammar are accurate so thatmeaning is clear

select and use a form and style of writingappropriate to purpose and to complex subjectmatter

organise information clearly and coherently, usingspecialist vocabulary when appropriate.

In this specification QWC will be assessed in all unitsby means of Assessment Objective 4.

Weighting of Assessment Objectives for ASThe table below shows the approximate weighting of each of the Assessment Objectives in the AS units.

Assessment Objectives Unit Weightings (%) Overall weighting of AOs (%)

Unit 1 Unit 2

AO1 15 18 33

AO2 20 17 37

AO3 7 7 14

AO4 8 8 16

Overall weighting of units (%) 50 50 100

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4.3 National CriteriaThis specification complies with the following.

The Subject Criteria for General Studies

The Code of Practice for GCE

The GCE AS and A Level Qualification Criteria

The Arrangements for the Statutory Regulation ofExternal Qualifications in England, Wales andNorthern Ireland: Common Criteria

4.4 Prior Learning There are no prior learning requirements. Anyrequirements set for entry to a course following thisspecification are at the discretion of centres.

We recommend that candidates should haveacquired the skills and knowledge associated withGCSE English, Mathematics and Science courses orequivalent.

4.5 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in GCE General Studies A isassessed in the A2 units by the requirement tointegrate knowledge from a range of disciplines inorder to develop an understanding of theinterrelationships between them, and to examineissues from a broader standpoint than that of a singlediscipline.

Further, candidates should be encouraged to thinklogically and creatively in order to assess the relativemerits of evidence, make informed judgements andreach justified conclusions. They shouldcommunicate clearly and accurately in a concise andlogical way.

The requirement for Stretch and Challenge at A2 ismet by:

the use of a variety of stems in the questions forexample analyse, evaluate, discuss, assess toelicit a full range of response types and therebyavoid a formulaic approach

ensuring connectivity between parts of questions,avoiding questions that are atomistic

the requirement for extended writing throughoutunits 3 and 4

using a range of question types and synopticquestions.

Weighting of Assessment Objectives for A Level

The table below shows the approximate weighting of each of the Assessment Objectives in the AS and A2 units.

Assessment Objectives Unit Weightings (%) Overall weighting of AOs (%)

Unit 1 Unit 2 Unit 3 Unit 4

AO1 7.5 9 7 6.5 30

AO2 10 8.5 8 9 35.5

AO3 3.5 3.5 5 5 17

AO4 4 4 5 4.5 17.5

Overall weighting of units (%) 25 25 25 25 100

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4.6 Access to Assessment for Disabled StudentsAS/A Levels often require assessment of a broaderrange of competences. This is because they aregeneral qualifications and, as such, preparecandidates for a wide range of occupations andhigher level courses.

The revised AS/A Level qualification and subjectcriteria were reviewed to identify whether any of thecompetences required by the subject presented apotential barrier to any disabled candidates. If thiswas the case, the situation was reviewed again toensure that such competences were included onlywhere essential to the subject. The findings of thisprocess were discussed with disability groups andwith disabled people.

Reasonable adjustments are made for disabledcandidates in order to enable them to access theassessments. For this reason, very few candidateswill have a complete barrier to any part of theassessment.

Candidates who are still unable to access asignificant part of the assessment, even afterexploring all possibilities through reasonableadjustments, may still be able to receive an award.They would be given a grade on the parts of theassessment they have taken and there would be anindication on their certificate that not all thecompetences had been addressed. This will be keptunder review and may be amended in the future.

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5 Administration

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5.3 Private CandidatesThis specification is available to private candidates.Private candidates should write to AQA for a copy ofSupplementary Guidance for Private Candidates.

5.2 EntriesPlease refer to the current version of EntryProcedures and Codes for up to date entryprocedures. You should use the following entrycodes for the units and for certification.

Unit 1 GENA1

Unit 2 GENA2

Unit 3 GENA3

Unit 4 GENA4

AS certification 1761

A Level certification 2761

5.1 Availability of Assessment Units and CertificationExaminations and certification for this specification are available as follows:

Availability of units Availability of certification

AS A2 AS A Level

January 2009

June 2009

January 2010

June 2010

January 2011 onwards

June 2011 onwards

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5.8 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towardscertification, whether or not they have already beenused, as long as the specification is still valid.

Candidates may re-sit a unit any number of timeswithin the shelf-life of the specification. The bestresult for each unit will count towards the finalqualification. Candidates who wish to repeat a

qualification may do so by re-taking one or moreunits. The appropriate subject award entry, as well asthe unit entry/entries, must be submitted in order tobe awarded a new subject grade.

Candidates will be graded on the basis of the worksubmitted for assessment.

5.4 Access Arrangements and Special ConsiderationWe have taken note of the provisions of the DisabilityDiscrimination Act (DDA) 1995 in developing andadministering this specification.

We follow the guidelines in the Joint Council forQualifications (JCQ) document: Regulations andGuidance Relating to Candidates who are Eligible forAdjustments in Examinations: GCSE, GCE, GNVQ,AEA, Entry Level, Basic Skills & Key Skills AccessArrangements and Special Consideration. This ispublished on the JCQ website(http://www.jcq.org.uk/access_arrangements/) or youcan follow the link from our website(http://www.aqa.org.uk/admin/p_special_3.html).

Access ArrangementsWe can make arrangements so that candidates withdisabilities can access the assessment. Thesearrangements must be made before theexamination. For example, we can produce a Braillepaper for a candidate with a visual impairment.

Special ConsiderationWe can give special consideration to candidates whohave had a temporary illness, injury or indisposition atthe time of the examination. Where we do this, it isgiven after the examination.

Applications for access arrangements and specialconsideration should be submitted to AQA by theExaminations Officer at the centre.

5.5 Language of ExaminationsWe will provide units in English only.

5.6 Qualification TitlesQualifications based on this specification are:

AQA Advanced Subsidiary GCE in General Studies (A), and

AQA Advanced Level GCE in General Studies (A).

5.7 Awarding Grades and Reporting ResultsThe AS qualification will be graded on a five-pointscale: A, B, C, D and E. The full A Level qualificationwill be graded on a six-point scale: A*, A, B, C, D andE. To be awarded an A* candidates will need toachieve a grade A on the full A Level qualification andan A* on the aggregate of the A2 units.

For AS and A Level, candidates who fail to reachthe minimum standard for grade E will be recordedas U (unclassified) and will not receive a qualificationcertificate. Individual assessment unit results will becertificated.

20


Appendices

A

A Performance DescriptionsThese performance descriptions show the level ofattainment characteristic of the grade boundaries atA Level. They give a general indication of the requiredlearning outcomes at the A/B and E/U boundaries atAS and A2. The descriptions should be interpreted inrelation to the content outlined in the specification;they are not designed to define that content.

The grade awarded will depend in practice upon theextent to which the candidate has met theAssessment Objectives (see Section 4) overall.Shortcomings in some aspects of the examinationmay be balanced by better performances in others.

21


A

AS

Per

form

ance

Des

crip

tions

for

Gen

eral

Stu

die

s

Ass

essm

ent

Ob

ject

ive

1A

sses

smen

t O

bje

ctiv

e 2

Ass

essm

ent

Ob

ject

ive

3A

sses

smen

t O

bje

ctiv

e 4

Ass

essm

ent

Dem

onst

rate

rele

vant

kno

wle

dge

Mar

shal

evi

denc

e an

d dr

awD

emon

stra

te u

nder

stan

ding

of

Com

mun

icat

e cl

early

and

O

bje

ctiv

esan

d un

ders

tand

ing

appl

ied

conc

lusi

ons:

sel

ect,

inte

rpre

t,di

ffere

nt ty

pes

of k

now

ledg

e,ac

cura

tely

in a

con

cise

,to

a r

ange

of i

ssue

s, u

sing

ski

llsev

alua

te a

nd in

tegr

ate

appr

ecia

ting

thei

r st

reng

ths

logi

cal a

nd re

leva

nt w

ay.

from

diff

eren

t dis

cipl

ines

.in

form

atio

n, d

ata,

con

cept

san

d lim

itatio

ns.

and

opin

ions

.

A/B

Can

dida

tes

char

acte

ristic

ally

:C

andi

date

s ch

arac

teris

tical

ly:

Can

dida

tes

char

acte

ristic

ally

:C

andi

date

s ch

arac

teris

tical

ly:

bo

und

ary

a)de

mon

stra

te fo

cuse

da)

prov

ide

evid

ence

of s

elec

ting,

a)id

entif

y di

ffere

nt ty

pes

ofa)

com

mun

icat

e ac

cura

tely,

per

form

ance

know

ledg

e an

din

terp

retin

g an

d ap

plyi

ngkn

owle

dge

and

mak

ecl

early

and

flue

ntly,

usi

ng

des

crip

tio

nsun

ders

tand

ing

of a

ran

gere

leva

nt in

form

atio

n, d

ata,

rele

vant

eva

luat

ive

appr

opria

te la

ngua

ge a

nd

of is

sues

conc

epts

and

opi

nion

sco

mm

ents

.st

ruct

ure.

b)us

e sk

ills fr

om d

iffer

ent

b)or

gani

se e

vide

nce

to

disc

iplin

es w

ith c

onfid

ence

supp

ort a

rgum

ents

and

cons

iste

ncy.

c)dr

aw re

ason

ed c

oncl

usio

ns.

E/U

Can

dida

tes

char

acte

ristic

ally

:C

andi

date

s ch

arac

teris

tical

ly:

Can

dida

tes

char

acte

ristic

ally

:C

andi

date

s ch

arac

teris

tical

ly:

bo

und

ary

a)de

mon

stra

te s

ome

know

ledg

ea)

prov

ide

limite

d ev

iden

cea)

reco

gnis

e ex

ampl

es o

fa)

conv

ey m

eani

ng c

lear

ly

per

form

ance

and

unde

rsta

ndin

g of

issu

esof

sel

ectin

g an

d ap

plyi

ngdi

ffere

nt ty

pes

of k

now

ledg

e.de

spite

lim

ited

pow

ers

ofd

escr

ipti

ons

b)us

e sk

ills fr

om d

iffer

ent

som

e re

leva

nt in

form

atio

n,ex

pres

sion

.di

scip

lines

with

var

iabl

eda

ta a

nd o

pini

ons

succ

ess.

b)dr

aw s

impl

e co

nclu

sion

s.

22


A

A2

Per

form

ance

Des

crip

tions

for

Gen

eral

Stu

die

s

Ass

essm

ent

Ob

ject

ive

1A

sses

smen

t O

bje

ctiv

e 2

Ass

essm

ent

Ob

ject

ive

3A

sses

smen

t O

bje

ctiv

e 4

Ass

essm

ent

Dem

onst

rate

rele

vant

kno

wle

dge

Mar

shal

evi

denc

e an

d dr

awD

emon

stra

te u

nder

stan

ding

of

Com

mun

icat

e cl

early

and

Ob

ject

ives

and

unde

rsta

ndin

g ap

plie

d to

aco

nclu

sion

s: s

elec

t, in

terp

ret,

diffe

rent

type

s of

kno

wle

dge,

accu

rate

ly in

a c

onci

se,

rang

e of

issu

es, u

sing

ski

lls fr

omev

alua

te a

nd in

tegr

ate

appr

ecia

ting

thei

r st

reng

ths

logi

cal a

nd re

leva

nt w

ay.

diffe

rent

dis

cipl

ines

.in

form

atio

n, d

ata,

con

cept

san

d lim

itatio

ns.

and

opin

ions

.

A/B

Can

dida

tes

char

acte

ristic

ally

:C

andi

date

s ch

arac

teris

tical

ly:

Can

dida

tes

char

acte

ristic

ally

:C

andi

date

s ch

arac

teris

tical

ly:

bo

und

ary

a)de

ploy

kno

wle

dge

and

a)pr

ovid

e ev

iden

ce o

fa)

iden

tify

corr

ectly

diff

eren

ta)

com

mun

icat

e ac

cura

tely,

per

form

ance

unde

rsta

ndin

g ac

ross

a

sele

ctin

g, in

terp

retin

g an

dty

pes

of k

now

ledg

ecl

early

, con

cise

ly, lo

gica

llyd

escr

ipti

ons

wid

e ra

nge

of is

sues

appl

ying

rele

vant

info

rmat

ion,

b)of

fer

a so

und

eval

uatio

nan

d flu

ently

, usi

ng

b)us

e sk

ills fr

om d

iffer

ent

data

, con

cept

s an

d op

inio

nsof

diff

eren

t typ

es o

fap

prop

riate

lang

uage

disc

iplin

es w

ith c

onfid

ence

b)or

gani

se a

nd e

valu

ate

know

ledg

e.an

d st

ruct

ure.

and

cons

iste

ncy.

evid

ence

to s

uppo

rt

argu

men

tsc)

mak

e co

nnec

tions

and

draw

reas

oned

con

clus

ions

.

E/U

Can

dida

tes

char

acte

ristic

ally

:C

andi

date

s ch

arac

teris

tical

ly:

Can

dida

tes

char

acte

ristic

ally

:C

andi

date

s ch

arac

teris

tical

ly:

bo

und

ary

a)de

ploy

som

e kn

owle

dge

a)pr

ovid

e lim

ited

evid

ence

a)id

entif

y ex

ampl

es o

fa)

conv

ey m

eani

ng c

lear

ly.p

erfo

rman

cean

d un

ders

tand

ing

acro

ssof

sel

ectin

g an

d ap

plyi

ngdi

ffere

nt ty

pes

of k

now

ledg

ed

escr

ipti

ons

issu

esso

me

rele

vant

info

rmat

ion,

b)re

cogn

ise

som

e st

reng

ths

b)us

e sk

ills fr

om d

iffer

ent

data

and

opi

nion

san

d w

eakn

esse

s of

type

sdi

scip

lines

with

var

iabl

eb)

mak

e lim

ited

conn

ectio

nsof

kno

wle

dge,

but

with

succ

ess.

and

draw

sim

ple

limite

d su

cces

s.co

nclu

sion

s.

23


Text

B

B Spiritual, Moral, Ethical, Social and other IssuesA General Studies course should contribute to acandidates understanding of spiritual, moral, ethicaland social issues, within which there are necessarilymany connections. It is the essence of GeneralStudies to illuminate the connections between what inother contexts might be seen as discrete areas ofsubject content and sets of considerations.

Opportunities to explore these issues occurparticularly in:

AS Unit 1 sections 3.2.4, 3.2.5, 3.2.6, 3.2.9

AS Unit 2 sections 3.3.2, 3.3.5, 3.3.6, 3.3.8,3.3.9, 3.3.10

A2 Unit 3 sections 3.5.4, 3.5.5, 3.5.6, 3.5.9

A2 Unit 4 sections 3.6.1, 3.6.5, 3.6.6, 3.6.8,3.6.9, 3.6.10

European DimensionAQA has taken account of the 1988 Resolution of theCouncil of the European Community in preparing thisspecification and associated specimen units.


AS Unit 1 sections 3.2.1, 3.2.2, 3.2.4, 3.2.5

AS Unit 2 sections 3.3.3, 3.3.8, 3.3.9

A2 Unit 3 sections 3.5.1, 3.5.2, 3.5.4, 3.5.5

A2 Unit 4 sections 3.6.3, 3.3.8, 3.3.9

Environmental EducationAQA has taken account of the 1988 Resolution ofthe Council of the European Community and theReport Environmental Responsibility: An Agenda forFurther and Higher Education 1993 in preparing thisspecification and associated specimen units.Candidates will need to consider environmentalissues when studying within all units.


AS Unit 2 sections 3.3.1, 3.3.3, 3.3.8, 3.3.9

A2 Unit 4 sections 3.6.1, 3.6.3, 3.6.8, 3.6.9

Environmental considerations may also be integral tothe material for examination in AS unit 1 and in A2unit 3, and hence to candidates preparation for theseunits.

Avoidance of BiasAQA has taken great care in the preparation of thisspecification and specimen units to avoid bias of anykind.

24


C

C Overlaps with other QualificationsWith AS and A Levels still based on individual choice,the case for General Studies is as strong as ever.

General Studies A will broaden and complement anycourse of study and is a useful core curriculum for allpost-16 students.

25


Text

D

D Key Skills Teaching, Developing and Providing Opportunities for Generating Evidence

IntroductionThe Key Skills Qualification requires candidates todemonstrate levels of achievement in the Key Skills ofCommunication, Application of Number andInformation Technology.

The units for the wider Key Skills of Improving ownLearning and Performance, Working with Others andProblem Solving are also available. The acquisitionand demonstration of ability in these wider Key Skillsis deemed highly desirable for all candidates, but theydo not form part of the Key Skills Qualification.

Copies of the Key Skills Units may be downloadedfrom QCAs website:www.qca.org.uk/qca_6455.aspx

The units for each Key Skill comprise three sections:

What you need to know.

What you must do.

Guidance.

26


D

Key Skills Opportunities in General Studies A

Unit 1 Unit 2 Unit 3 Unit 4

Communication

C3.1a

C3.1b

C3.2

C3.3

Application of Number

N3.1

N3.2

N3.3

Information Technology

ICT3.1

ICT3.2

ICT3.3

Working With Others

WO3.1

WO3.2

WO3.3

Improving Own Learning andPerformance

LP3.1

LP3.2

LP3.3

Problem Solving

PS3.1

PS3.2

PS3.3

Candidates following a course of study based on thisspecification for General Studies can be offeredopportunities to develop and generate evidence ofattainment in aspects of the Key Skills of:

Communication;

Application of Number;

Information Technology;

Working with Others;

Improving own Learning and Performance;

Problem Solving.

Areas of study and learning that can be used toencourage the acquisition and use of Key Skills, andto provide opportunities to generate evidence forPart B of the units, are signposted below.

GCE General Studies A (2760) 2009 onwards Qualification Accreditation Number: AS 500/2222/2 - A Level 500/2184/9 To obtain free specification updates and support material or to ask us a question register with Ask AQA: www.aqa.org.uk/ask-aqa/registerFree launch meetings are available in 2007/8 followed by further support meetings through the life of the specification. Further information is available at: http://events.aqa.org.uk/ebooking

Copyright 2007 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX. Dr Michael Cresswell, Director General.

Contents1 Introduction1.1 Why choose AQA?1.2 Why choose General Studies A?1.3 How do I start using this specification?1.4 How can I find out more?

2 Specification at a Glance3 Subject Content3.1 AS Thinking, Analytical and Communication Skills3.2 Unit 1 GENA1 AS Culture and Society3.3 Unit 2 GENA2 AS Science and Society3.4 A2 Thinking, Analytical and Communication Skills3.5 Unit 3 GENA3 A2 Culture and Society3.6 Unit 4 GENA4 A2 Science and Society

4 Scheme of Assessment4.1 Aims4.2 Assessment Objectives (AOs)4.3 National Criteria4.4 Prior Learning4.5 Synoptic Assessment and Stretch and Challenge4.6 Access to Assessment for Disabled Students

5 Administration5.1 Availability of Assessment Units and Certification5.2 Entries5.3 Private Candidates5.4 Access Arrangements and Special Consideration5.5 Language of Examinations5.6 Qualification Titles5.7 Awarding Grades and Reporting Results5.8 Re-sits and Shelf-life of Unit Results

AppendicesA Performance DescriptionsB Spiritual, Moral, Ethical, Social and other IssuesC Overlaps with other QualificationsD Key Skills Teaching, Developing and ProvidingOpportunities for Generating Evidence

general studies a 2009 aqa

Documents

a2 exams

a2 thinking

new specification

unit results

assessment objectives

synoptic assessment

scheme of assessment

assessment structures